Maestra McCormick
Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners
|Instructor’s name: |Course/Grade: |
|McCormick |Spanish II |
|Week of: |Unit Name: |
|Week 13 November 5 – 9 |Lesson 8.2 Double Object Pronouns |
|(1A) *Essential Question(s): |(1A/1B) Connections (prior/future learning): |
|How do people talk about what they eat at each meal? |Students will add to their knowledge of verb conjugation with the preterite and food |
|How do people make comparisons about people, places, and things? |vocabulary in Spanish. They have studied present, stem changers, irregulars and |
|What are some common foods and dishes in the Spanish-speaking world? |preterite; now they will add stem changers in the preterite. They will practice with |
| |comparatives and superlatives, which we will integrate into our dia de los muertos |
| |lessons. |
|(1A) Common Core/State Standards: |
|Standard 1.1 Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. |
|Standard 1.2: Interpretive Communication. Students understand, interpret and analyze what is heard, read, or viewed on a variety of topics. |
|Standard 2.1: Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices |
|and perspectives of the cultures studied. |
|Standard 3.1: Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and|
|to solve problems creatively |
|Standard 4.1: Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language |
|studied and their own. |
|Standard 4.2: Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures |
|studied and their own. |
|(1E) Other considerations |(1D) Resources/Materials: |
|All accommodations and modifications indicated in student IEPs will be |Students: VHL Central |
|followed. Any needs of ELL students (modification of assignment length, |Teacher: VHL Central |
|modification of assignment complexity, modification of source reading, etc.) | |
|will be implemented. | |
|(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens when students understand and when they don’t understand?|
| |
|Daily: No opt out, cold call, discussion-communication activities |
| |
|This Week: VHL Homework, Classroom Practices |
|MONDAY- | |
|(1C) Learning Target: I can identify and classify a variety of foods in Spanish |(1F)Embedded Formative Assessment: correct identification |
| | |
|(1C) Do Now: Vocabuary |(1B)Closing Activity: Students self-assess progress to learning targets |
| | |
|Students will review food vocabulary with a powerpoint and whiteboards. | |
|TUESDAY- | |
|(1C) Learning Target: I can compare and contrast DDM and Halloween |(1F) Embedded Formative Assessment: |
| |Individual check-ins |
|(1C) Do Now: NONE | |
| |(1B) Closing Activity: Students self-assess progress to learning targets |
| | |
| |Homework: DDM Video Activities Due |
|WEDNESDAY | |
|(1C) Learning Target: Double OP |(1F ) Embedded Formative Assessment – Individual check-ins |
| | |
|(1C) Do Now: Vocabulary | |
| |(1B) Closing Activity: Students self-assess progress to learning targets |
|Notes and practice Double Obeject Pronouns | |
|THURSDAY |(1F) Embedded Formative Assessment: Individual check-ins |
|(1C) Learning Target: I can communicate in Spanish using both direct and indirect | |
|object pronouns. |(1B) Closing Activity: Students self-assess progress to learning targets |
| | |
|(1C) Do Now: Double Object Pronouns |Homework: Dia de Muetos Vocabulary |
| | |
|Speaking Practice Double object Prounouns | |
|FRIDAY | |
|(1C) Learning Target: I can communicate in Spanish using both direct and indirect |(1F) Embedded Formative Assessment: Individual check ins with each student and |
|object pronouns. |progress. |
| | |
|(1C) Do Now- Double Object Pronouns |(1B)Closing Activity: Students self-assess progress to learning targets |
| | |
|Students work in small groups and then review double op practice as a class. | |
|*Refers to NMTEACH Rubric: |Formative Assessment includes, but is not limited to: |
|1A-Demonstrating knowledge of content |Exit tickets, white board response, consensagrams, red/green cards, formal or |
|1B-Designing coherent instruction |informal student conferences, sticky note assessment. |
|1C-Setting Instructional outcomes | |
|1D-Demonstrating knowledge of resources | |
|1E-Demonstrating knowledge of students | |
|1F-Designing student assessment | |
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